Working With States to Achieve More College Degrees and Credentials Presentation to the State of Arkansas September

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Working With States to Achieve More College Degrees and Credentials Presentation to the State of Arkansas September 25, 2010. Our Current reality. Once first in the world, America now ranks 10th in the percentage of young adults with a college degree.
Working With States to Achieve More College Degrees and Credentials Presentation to the State of Arkansas September 25, 2010 Our Current reality Credentials
  • Once first in the world, America now ranks 10th in the percentage of young adults with a college degree. (Organisation for Economic Cooperation and Development, 2009)
  • For the first time in our nation’s history, the current generation of college-age Americans will be less educated than their parents’ generation. (National Center for Higher Education Management Systems, 2008)
  • Impact on our States and Nation Credentials
  • By the end of this decade, more than 60% of jobs will require college education. (Georgetown University Center on Education and the Workforce, 2009)
  • Nationwide, unemployment rates are twice as high for those with just a high school than for those with a college degree. (Bureau of Labor Statistics, 2009)
  • The Completion Shortfall Credentials
  • Record enrollment each year: More than 70% start advanced training or education within two years of graduating from high school.
  • Yet just over half of students who start four-year, full-time bachelor’s degree programs finish in six years.
  • Fewer than three out of ten students who start at community colleges full-time graduate with an associate degree in three years.
  • Founded in 2009 with a single focus on working with states to:
  • Significantly increase the number of students successfully earning degrees and credentials of value in the labor market, and
  • Close attainment gaps for traditionally underrepresented populations, including minority and low-income young adults.
  • Nevada to: Ohio Oklahoma Oregon Pennsylvania Rhode Island South Dakota Tennessee Texas Utah Vermont West Virginia Arkansas Connecticut Georgia Hawai’i Idaho Illinois Indiana Louisiana Maryland Massachusetts Minnesota 23 Charter Members Alliance Commitments to: COMMITMENT TO A NATIONAL GOAL
  • Significantly increasing the number of students successfully completing college degrees and certificates of value
  • Closing the college attainment gap for underrepresented populations COMMITMENT TO STATE AND CAMPUS GOALS
  • Commit to set state and campus numerical goals to increase completion and close attainment gaps by 2020 COMMITMENT TO MEASURING PROGRESS & SUCCESS
  • State and campus leaders will pledge to measure and publicly report annual progress on key progression and completion metrics COMMITMENT TO BOLD ACTION
  • Ensure all students are ready to start and succeed in freshman credit courses
  • Redesign remediation strategies to substantially improve success
  • Reduce time to degree and increase the number of students completing on time
  • Provide financial incentives to students and colleges for progress
  • Develop new, shorter and faster pathways to degrees and certificates of value
  • State and Campus-Level Goals to:
  • A strong state goal:
  • Has broad support
  • Requires stretching
  • Preserves access
  • Has a firm deadline
  • Is a single, easily explained number
  • Serves as reference point for campus goals
  • Metrics that Inform Progress to: Purpose of Common Metrics
  • Inform: To help policymakers and the public understand how students, colleges, and the state are doing on college completion
  • Analyze: To help policymakers and colleges identify specific challenges and opportunities for improvement
  • Show Progress: To establish a fair baseline and show progress over time
  • Hold Accountable: To hold students, colleges, and the state accountable to the public and to policymakers investing taxpayer dollars in higher education
  • Critical Limitations of Current Data (IPEDS) to:
  • No graduation rates for Part-Time Students:
  • 37% of all college students,
  • 61% of public two-year college students,
  • 41% of all black students, and
  • 48% of all Hispanic students.
  • No graduation rates for Transfer Students:
  • 37% of students who earned bachelor’s degrees attended more than one institution; 23% attended more than two
  • No graduation rates for Low-Income Students:
  • Pell grant program represents an $18.4 billion public investment in 6.2 million students (2008-09)—and an additional $36 billion investment announced in recent legislation.
  • No graduation rates for Remedial Students:
  • Around 40% of all students, and 61% of students who start in community colleges, enter needing remedial education.
  • Metrics that Inform Progress to: Core Themes in Strategies to to:Increase College Completion:
  • Time
  • Choice
  • Structure
  • Transform Remediation to: Adelman, C. (2004) Transform Remediation to: Many students who place into remedial education never enroll in those courses: Bailey, T., et al (2008) Ways to Transform Remediation to:
  • Tailored Approach:
  • For students near college-ready: Let them start!
  • For students one or two levels below college-level: Compress and accelerate remediation
  • For students significantly behind: Focus on career readiness integrated with basic skills
  • Accelerate Success to:
  • Accelerate success:
  • Require students to have graduation plans and declare majors early
  • Improve transfer policies
  • Develop common course-numbering system
  • Provide incentives for full-time attendance
  • Use summers
  • Use technology to reduce seat time
  • Expand early credit accumulation
  • Review programs that exceed 120 credit hours
  • Restructure Delivery to:
  • Provide greater structure and clearer pathways to completion:
  • Block schedules
  • Cohort-based programs
  • Remediation integrated into college courses
  • Use a Core curriculum and fewer electives
  • Accelerate: reduce time to degree
  • Assess and Count Certificates to:
  • One year technical certificates of economic value
  • Embed industry credentials and require third party validation
  • Publicly report increases in degrees AND certificates annually
  • Provide financial incentives to increase certificates
  • Include certificates in attainment goals
  • Link certificate programs with associate degrees
  • Shift to Performance Funding to:
  • Performance funding should incent outcomes:
  • Increases in the number of degrees/certificates
  • Increases in transfer rates
  • Increases in number of Pell graduates
  • Increases in courses completed
  • Meeting progression point benchmarks
  • The Challenge in Arkansas to: State Job Growth and Education Demands: Employment projections anticipate that 54% of Arkansas’s jobs will require college education by the end of the decade. The Challenge in Arkansas to: Losing students along the way: Currently, out of every 100 ninth grade students, only 10 graduate from high school, enter college the following fall, persist through college and graduate with a degree within 150% of the normal time (three years for students in community colleges and six years for students in four-year institutions). The Challenge in Arkansas to: Graduation Rates: Arkansas Public Two-Year Colleges
  • First-time full-time degree-seeking students graduating from four-year institutions within six years.
  • U.S. Department of Education, National Center for Education Statistics, Integrated Postsecondary Education Data System (IPEDS), 2007
  • The Challenge in Arkansas to: . Graduation Rates: Arkansas Public Four-Year Colleges Reported by institutions to NCES Integrated Postsecondary Education Data System (IPEDS). Graduation rates are for first-time, full-time students completing a bachelor’s or equivalent degree within six years. Source: U.S. Department of Education, IPEDS 2007-08 Graduation Rate File; gr2008 Early Release Data File Downloaded 11-05-09; aggregated by NCHEMS to:
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